DOCSLIB.ORG

Coptic Language Learning and Social Media

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Coptic Language Learning and Social Media languages Communication Coptic Language Learning and Social Media D. Nicole Deschene Department of Teaching and Learning, New York University, New York, NY 10003, USA; [email protected] Received: 1 August 2019; Accepted: 9 September 2019; Published: 11 September 2019 Abstract: This study explored the potential of using the Internet, including existing social media platforms, for Coptic language learning. Through global exposure, endangered language maintenance and revitalization efforts may benefit from having a presence on social media. The researcher created Coptic language learning material, social media accounts on multiple platforms, and a website. Data were collected through a survey with questions focused on social media users’ background and experience with the Coptic language learning material. In addition to the survey, analytics from the social media and website platforms were documented. The results indicated that social media provided a global audience and the Coptic language learning material blended into survey respondents’ daily lives with positive acceptance. Keywords: Coptic; social media; language learning; endangered language; language revitalization; language maintenance 1. Introduction The rapid development of mobile technology continually creates new opportunities for language learning. These new opportunities include novel approaches to language education as well as platforms for exposure to endangered languages (Cunliffe 2007). There are 7111 languages in the world (Eberhard et al. 2019) and the majority of languages are endangered (Krauss 2007). Languages can be classified as extinct if speakers no longer exist or, on the other end of the spectrum, safe if the number of speakers is expected to grow. In between extinction and safety, there are several degrees of endangerment (Krauss 2007). Coptic, a language of Egyptian origin, associated with the Coptic Orthodox Church (Takla 2014), is among the languages that are classified as severely endangered, dormant, or even extinct (Eberhard et al. 2019). What can be done to support and protect such endangered languages and prevent their loss? Crystal(Crystal 2014) theorized factors that can strengthen the position of endangered languages; among them is the use of electronic technology. The study presented here explores how the affordances of technology can be engaged as a resource to restore and develop the Coptic language. 2. Background Motivated individuals and communities have served as actors for language revitalization and maintenance efforts. They employ various strategies to strengthen the position of an endangered language, such as the establishment of immersion schools. This approach has been examined for the Hawaiian (Warner 2001), Ojibwe, and Maori¯ languages (Hermes and Kawai’ae’a 2014), among others. Although the literature largely focuses on revitalization efforts that are still in progress, research has reviewed past success of similar efforts. For example, an exemplary case of language revitalization is that of Hebrew. Over the course of approximately 25 years, starting at the end of the nineteenth century, the position of Hebrew strengthened dramatically through a persistent effort. This success Languages 2019, 4, 73; doi:10.3390/languages4030073 www.mdpi.com/journal/languages Languages 2019, 4, 73 2 of 13 can partly be attributed to the consistent and centuries-long use of Hebrew as a religious language for Jewish prayer (Spolsky 1995). Recently, ongoing language revitalization efforts have been incorporating electronic technology as a tool for language learning outside of traditional education settings. The language learning application Duolingo currently offers 33 language courses for English speakers, including several endangered languages. In addition to the 21.8 million learners of Spanish, Duolingo also claims to have 173 thousand learners of Navajo, 286 thousand learners of Hawaiian, and 336 thousand learners of Welsh (Duolingo n.d.). Still, mainstream language learning technology such as Duolingo has not accommodated the needs of all endangered language learners. Efforts, such as that of Ojibwe, have found it necessary to create their own language learning material. Hermes and King(2013) examined the use of a computer software program among families of beginner level Ojibwe language learners. The software included videos, flash cards, games, exercises, and quizzes. The participants consistently used the software over a period of eight weeks by dedicating time to use it each day. The results from the study suggested that the consistent use of the software provided the adult participants in particular with the confidence and skills that they needed to start using the language. More specifically within electronic technology, research suggests that the Internet has been used for endangered language learning through various websites and applications. Although there are people without access to the Internet, the Internet provides equality for communities that may not be able to afford traditional sources of media (Crystal 2014) and do have access to the Internet. For example, Jones(2015 ) investigated the use of digital technology for Welsh language learning. All of the participants in Jones’ study reported using the Internet in various ways to learn Welsh. They watched YouTube videos, read Facebook and blog posts, wrote emails, participated in Skype conversations, created iTunes U flash cards, and used Google Translate. They also used language learning resources and viewed Welsh television programs on British broadcast websites. 2.1. Social Media Social media is potentially effective because it is ubiquitous and manageable. It incorporates feeds that provide mobile device users with small segments of information. Common practice of mobile social media involves moving through a feed while absorbing information actively or passively. The Pew Research Center reported that within the United States, 74% of Facebook users, 63% of Snapchat users, 60% of Instagram users, 46% of Twitter users, and 45% of YouTube users access the platforms at least once a day (Smith and Anderson 2018). Jones et al.(2013) investigated the use of Twitter among Welsh speakers. The results indicated that the majority of participants expected to read and write in Welsh when they signed up for a Twitter account and chose to follow other Twitter accounts based on their use of Welsh. They considered Twitter to be an easy platform to frequently produce and engage with Welsh content as well as connect with other Welsh speakers. Thus, through global exposure, endangered language maintenance and revitalization efforts can benefit from having a presence on social media. Stern(2017) explored the role of Facebook in Balinese revitalization efforts by administrators and members of a Facebook group. Although the group page was visible to the public, only members of the group could post. The members of the group, mostly teenagers and young adults, posted a variety of content in Balinese, but not necessarily about the Balinese language. The results suggested that the presence of Balinese on Facebook transcended time and space by reaching an international audience that could interact continuously. Similarly, Cru(2015) explored the role of Facebook in Yucatec Maya revitalization efforts. The results indicated that youth encouraged the use of Yucatec Maya by posting in the language. Other Facebook users engaged with the posts by reading and replying to them, creating a written dialogue. Although most of the post replies indicated that users had some degree of proficiency in the language, one example indicated that a Facebook user was not proficient enough in the language to use it but was interested in learning it. The results suggested that the presence of Yucatec Maya on Facebook could reach speakers and learners on a global level and appeal to youth because of the relevance of Facebook in their modern lives. Languages 2019, 4, 73 3 of 13 2.2. Coptic Language The present study explored the presence of social media specifically dedicated to Coptic language learning. Coptic is an indigenous language of Egypt and a member of the Afroasiatic language family. It is the last stage of the Ancient Egyptian language, which dates back to 3000 BC. The writing systems of the Egyptian language evolved from the hieroglyphic system to Hieratic, and then Demotic (Loprieno and Müller 2012). By the third century BC, the Egyptian writing system further evolved to incorporate Greek, a dominant language at the time, and was henceforth referred to as Coptic. Coptic was once the majority language in Egypt with different regional dialects, but it slowly became a minority language (Ishaq 1991). Although empirical research on the vitality of the Coptic language has yet to be conducted, organizations still estimate the vitality of the language. For example, UNESCO currently classifies the Coptic language as extinct (Moseley 2010) based on their language vitality and endangerment framework. Extinct is the highest degree of endangerment within this framework and implies that there are no speakers left (Brenzinger et al. 2003). Another organization, SIL International, recently updated their classification of Coptic based on a different framework, the Expanded Graded Intergenerational Disruption Scale. Coptic was previously classified as dormant, which is the last level of endangerment before extinct. A dormant language is defined as only being used symbolically for ethnic identity (Simons and Fennig 2018). The current
Load more

Recommended publications
  • The Arab Spring: a Revolution for Egyptian Emigration? Delphine Pagès-El Karoui
    The Arab Spring: A Revolution for Egyptian Emigration? Delphine Pagès-El Karoui To cite this version: Delphine Pagès-El Karoui. The Arab Spring: A Revolution for Egyptian Emigration?. Revue Eu- ropeenne des Migrations Internationales, Université de Poitiers, 2015, Migrations au Maghreb et au Moyen-Orient : le temps des révolutions 31 (3-4). hal-01548298 HAL Id: hal-01548298 https://hal.archives-ouvertes.fr/hal-01548298 Submitted on 27 Jun 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. This is the translation of an article published in French, in Revue Européenne des Migrations internationales, 2015, vol. 31, n°3/4. Abstract: This paper examines the impacts of the Arab revolutions on Egyptian emigration, attending to the diverse temporalities of political life in the country and the region between 2011 and 2015. New flows, new reasons for migration (instability, insecurity), and new transnational practices (overseas voting) have arisen. During the postrevolutionary period, transnational practices gained momentum, a diaspora began to emerge (though this process was soon cut short), and Egyptian communities abroad became more visible. Transnational connections between Egyptians as well as migrants’ or their descendants’ links with Egypt were strengthened.
    [Show full text]
  • Bibliography
    Bibliography Many books were read and researched in the compilation of Binford, L. R, 1983, Working at Archaeology. Academic Press, The Encyclopedic Dictionary of Archaeology: New York. Binford, L. R, and Binford, S. R (eds.), 1968, New Perspectives in American Museum of Natural History, 1993, The First Humans. Archaeology. Aldine, Chicago. HarperSanFrancisco, San Francisco. Braidwood, R 1.,1960, Archaeologists and What They Do. Franklin American Museum of Natural History, 1993, People of the Stone Watts, New York. Age. HarperSanFrancisco, San Francisco. Branigan, Keith (ed.), 1982, The Atlas ofArchaeology. St. Martin's, American Museum of Natural History, 1994, New World and Pacific New York. Civilizations. HarperSanFrancisco, San Francisco. Bray, w., and Tump, D., 1972, Penguin Dictionary ofArchaeology. American Museum of Natural History, 1994, Old World Civiliza­ Penguin, New York. tions. HarperSanFrancisco, San Francisco. Brennan, L., 1973, Beginner's Guide to Archaeology. Stackpole Ashmore, w., and Sharer, R. J., 1988, Discovering Our Past: A Brief Books, Harrisburg, PA. Introduction to Archaeology. Mayfield, Mountain View, CA. Broderick, M., and Morton, A. A., 1924, A Concise Dictionary of Atkinson, R J. C., 1985, Field Archaeology, 2d ed. Hyperion, New Egyptian Archaeology. Ares Publishers, Chicago. York. Brothwell, D., 1963, Digging Up Bones: The Excavation, Treatment Bacon, E. (ed.), 1976, The Great Archaeologists. Bobbs-Merrill, and Study ofHuman Skeletal Remains. British Museum, London. New York. Brothwell, D., and Higgs, E. (eds.), 1969, Science in Archaeology, Bahn, P., 1993, Collins Dictionary of Archaeology. ABC-CLIO, 2d ed. Thames and Hudson, London. Santa Barbara, CA. Budge, E. A. Wallis, 1929, The Rosetta Stone. Dover, New York. Bahn, P.
    [Show full text]
  • The Gentics of Civilization: an Empirical Classification of Civilizations Based on Writing Systems
    Comparative Civilizations Review Volume 49 Number 49 Fall 2003 Article 3 10-1-2003 The Gentics of Civilization: An Empirical Classification of Civilizations Based on Writing Systems Bosworth, Andrew Bosworth Universidad Jose Vasconcelos, Oaxaca, Mexico Follow this and additional works at: https://scholarsarchive.byu.edu/ccr Recommended Citation Bosworth, Bosworth, Andrew (2003) "The Gentics of Civilization: An Empirical Classification of Civilizations Based on Writing Systems," Comparative Civilizations Review: Vol. 49 : No. 49 , Article 3. Available at: https://scholarsarchive.byu.edu/ccr/vol49/iss49/3 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Comparative Civilizations Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Bosworth: The Gentics of Civilization: An Empirical Classification of Civil 9 THE GENETICS OF CIVILIZATION: AN EMPIRICAL CLASSIFICATION OF CIVILIZATIONS BASED ON WRITING SYSTEMS ANDREW BOSWORTH UNIVERSIDAD JOSE VASCONCELOS OAXACA, MEXICO Part I: Cultural DNA Introduction Writing is the DNA of civilization. Writing permits for the organi- zation of large populations, professional armies, and the passing of complex information across generations. Just as DNA transmits biolog- ical memory, so does writing transmit cultural memory. DNA and writ- ing project information into the future and contain, in their physical structure, imprinted knowledge.
    [Show full text]
  • Coptic Studies Abstracts
    ABSTRACTS THE INTERNATIONAL ASSOCIATION FOR COPTIC STUDIES Hosted by Claremont Graduate University and St. Shenouda The Archimandrite Coptic Society JULY 25-30, 2016 Abstracts of the Papers Presented at the Eleventh International Congress of Coptic Studies (Claremont, July 25-30, 2016) The listing of the abstracts, starting on page 6, in this publication is arranged in alphabetical order of the speaker's last name. Beside the name, the following are included: academic affiliation, email address, paper title, and the submitted abstract. The abstracts are preceded by a list of the panels and specific sessions included in the program with panel/session description and names and paper titles of its respective participants. DESCRIPTION OF THE PANELS/SPECIAL SESSIONS Panel Title: Prospects and studies for the reconstruction and edition of the Coptic Bible (CB) Panel Chairs: Dr. Frank Feder [email protected], and Dr. Siegfried Richter [email protected] Description: During the panel the two large scale projects for the edition of the Coptic New (Münster: http://egora.uni-muenster.de/intf/index_en.shtml) and Old (Göttingen: http://coptot.manuscriptroom.com/home) Testament will present the actual state of their work and the possibilities for the Coptological community to collaborate with them. The panel invites all colleagues to present new projects or project ideas concerning the Coptic Bible as well as contributions to all aspects of the manuscripts and the textual transmission. Participants: (in alphabetical order) Dr. Christian Askeland. Orthodoxy and Heresy in the Digitization of the Bible Prof. Heike Behlmer. Paul de Lagarde, Agapios Bsciai and the Edition of the Coptic Bible Dr.
    [Show full text]
  • Writing Language
    Writing language Linguists generally agree with the following statement by one of the founders of the modern science of language. Writing is not language, but merely a way of recording language by visible marks. Leonard Bloomfield, Language (1933) Some version of this is clearly true, as we can see by looking at the history of the human species and of each human individual. In both regards, spoken language precedes written language. Speech Writing Present in every society Present only in some societies, and only rather recently Learned before writing Learned after speech is acquired Learned by all children in normal Learned only by instruction, and often not circumstances, without instruction learned at all Human evolution has made speaking Evolution has not specifically favored easier writing Another way to express Bloomfield's point is to say that writing is "parasitic" on speech, expressing some but not all of the things that speech expresses. Specifically, writing systems convey the sequence of known words or other elements of a language in a real or hypothetical utterance, and indicate (usually somewhat less well) the pronunciation of words not already known to the reader. Aspects of speech that writing leaves out can include emphasis, intonation, tone of voice, accent or dialect, and individual characteristics. Some caveats are in order. In the first place, writing is usually not used for "recording language" in the sense of transcribing speech. Writing may substitute for speech, as in a letter, or may deploy the expressive resources of spoken language in visual structures (such as tables) that can't easily be replicated in spoken form at all.
    [Show full text]
  • Complete Dissertation
    VU Research Portal Blessed is Egypt my People Klempner, L.J. 2016 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) Klempner, L. J. (2016). Blessed is Egypt my People: Recontextualizing Coptic Identity outside of Egypt. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 26. Sep. 2021 VRIJE UNIVERSITEIT Blessed is Egypt my People RECONTEXTUALIZING COPTIC IDENTITY OUTSIDE OF EGYPT ACADEMISCH PROEFSCHRIFT ter verkrijging van de graAd Doctor AAn de Vrije Universiteit AmsterdAm, op gezag van de rector magnificus prof.dr. V. SubrAmaniAm, in het openbAAr te verdedigen ten overstAAn vAn de promotiecommissie van de Faculteit der Geesteswetenschappen op maAndAg 19 december 2016 om 11.45 uur in de aulA van de universiteit, De BoelelAAn 1105 door Levi JoshuA Klempner geboren te Hadera, Israël promotor: prof.dr.
    [Show full text]
  • A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
    oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter­ communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis.
    [Show full text]
  • The Coptic Language
    The Coptic Language Introduction The Coptic (Egyptian) language is the fourth and final development of the ancient Egyptian language of the hieroglyphics. Much of the Scriptures and Christian literature at the time were translated into Coptic. During the tenure of the famous Pantaenus, dean of the Catechetical School of Alexandria in 190 A.D., the language evolved into its final stage as the standardized written grammatical, alphabetical and numerical linguistic system which is essentially the same as it is to this present day. Rich in breadth and depth, 2nd century Coptic scholars (Pantaenus and his disciples) translated the Holy Bible from its original Hebrew and Greek to Coptic. Soon it became the official language of Egypt as well as the language of the Church. As a matter of fact, the Coptic language was the real key to the deciphering of the Hieroglyphic and Demotic scripts by Champollion, who unlocked the secrets of the Rosetta stone. Facilitating the Development of Writing System The rapid development of the Egyptian writing system was facilitated by their discovery of methods to make paper and ink. Walter A. Fairservis, Jr. in his book Egypt; Gift of the Nile state s that, “One of the most important contributions made by ancient Egypt was papermaking. Paper was made from the papyrus plant that grows abundantly in the marshes of the Nile Valley. Before the Egyptians invented paper, writing was done on clay tablets, which crumble, or on stone, which is heavy and hard to carve. Unlike the rest of the ancient world, the Egyptians required only a brush and some ink, and they could easily carry these materials anywhere they want.” Donald Jackson in his book The Story of Writing also affirms that, “Indeed the marriage of liquid ink, pen and paper first brought about by the Egyptians was such a revolutionary step that it is still the fundamental bases of most handwritten communication today.” Source of Western Alphabet 1 / 5 The Coptic Language The Egyptians developed the Hieroglyphic Writing around 3000 B.C.
    [Show full text]
  • Coptic Church Review
    ISSN 0273-3269 COPTIC CHURCH REVIEW Volume 20, Number 4 . Winter 1999 •The Impact of Copts on Civilization •The Brotherhood of Ps-Macarius •Ecumenical Desert Monasticism •Priesthood Between St. Gregory and St. Chrysostom Society of Coptic Church Studies EDITORIAL BOARD COPTIC CHURCH REVIEW Bishop Wissa (Al-Balyana, Egypt) A Quarterly of Contemporary Patristic Studies Bishop Antonious Markos ISSN 0273-3269 (Coptic Church, African Affairs) Volume 20, Number 4 . .Winter 1999 Bishop Isaac (Quesna, Egypt) Bishop Dioscorus 98 The Impact of Copts on (Coptic Church, Egypt) Civilization* Fr. Tadros Malaty Amin Makram Ebeid (Alexandria, Egypt) Professor Fayek Ishak (Ontario, Canada) 119 The Brotherhood of Ps-Macarius William El-Meiry, Ph.D. Stuart Burns (N.J., U.S.A.) Girgis A. Ibrahim, Ph.D. (Florida, U.S.A.) 127 Previous Issues of CCR Esmat Gabriel, Ed.D. (PA., U.S.A.) 128 Ecumenical Desert Monasticism EDITOR Otto Meinardus Rodolph Yanney, M.D. CIRCULATION MANAGER Ralph Yanney 135 Priesthood between St. Gregory © Copyright 1999 and St. Chrysostom by Coptic Church Review Rodolph Yanney E. Brunswick, NJ Subscription and Business Address: Society of Coptic Church Studies 142 Book Reviews P.0. Box 714, E. Brunswick, NJ 08816 • Ancient Israel: Life and email: [email protected] Institutions Editorial Address: Coptic Church Review •The Hidden Life of the P.O. Box 1113, Lebanon, PA 17042 Carthusians email: [email protected] Subscription Price (1 Year) U.S.A. $10.00 143 Index of Volume 20, 1999 Canada $12.00 (U.S. dollars) Overseas $13.00 Articles are indexed in Religion Index Back Calendar of Fasts and Feasts One: Periodicals; book reviews are Cover indexed in Index to Book Reviews in Religion.
    [Show full text]
  • Coptic Language for Level 101
    St. Mark Festival 2016 Coptic Orthodox Churches of Midwest, USA Coptic Language – Level 101 Coptic Language for Level 101 This is an introductory level for young kids to teach them Coptic Alphabet and the sign of the Cross Level 101 Coptic Alphabet Page 1 There are 32 letters in the Coptic alphabet. We will group them into 3 categories to make them easier to learn. First Group: Letters that look and sound like English letters. Level 101 Coptic Alphabet Page 2 Lesson 1 Alpha Big Alpha Small Alpha Like in English A a A a Color the letter Alpha. Level 101 Coptic Alphabet Page 3 Veeta Big Veeta Small Veeta Like in English B b B b Color the letter Veeta. Level 101 Coptic Alphabet Page 4 Eyy Big Eyy Small Eyy Like in English E e E e Color the letter Eyy. Level 101 Coptic Alphabet Page 5 Lesson 2 Zeeta Big Zeeta Small Zeeta Like in English Z z Z z Color the letter Zeeta. Level 101 Coptic Alphabet Page 6 Yota Big Yota Small Yota Like in English I i I i Color the letter Yota. Level 101 Coptic Alphabet Page 7 Kappa Big Kappa Small Kappa Like in English K k K k Color the letter Kappa. Level 101 Coptic Alphabet Page 8 Lesson 3 Mey Big Mey Small Mey Like in English M m M m Color the letter Mey. Level 101 Coptic Alphabet Page 9 Ney Big Ney Small Ney Like in English N n N n Color the letter Ney. Level 101 Coptic Alphabet Page 10 O Big O Small O Like in English O o O o Color the letter O.
    [Show full text]
  • A Collaborative Ecosystem for Digital Coptic Studies
    A Collaborative Ecosystem for Digital Coptic Studies Caroline T. Schroeder1*, Amir Zeldes2 1 University of Oklahoma, United States of America 2 Georgetown University, United States of America *Corresponding author: Caroline T. Schroeder [email protected] Abstract Scholarship on underresourced languages bring with them a variety of challenges which make access to the full spectrum of source materials and their evaluation difficult. For Coptic in particular, large scale analyses and any kind of quantitative work become difficult due to the fragmentation of manuscripts, the highly fusional nature of an incorporational morphology, and the complications of dealing with influences from Hellenistic era Greek, among other concerns. Many of these challenges, however, can be addressed using Digital Humanities tools and standards. In this paper, we outline some of the latest developments in Coptic Scriptorium, a DH project dedicated to bringing Coptic resources online in uniform, machine readable, and openly available formats. Collaborative web-based tools create online ‘virtual departments’ in which scholars dispersed sparsely across the globe can collaborate, and natural language processing tools counterbalance the scarcity of trained editors by enabling machine processing of Coptic text to produce searchable, annotated corpora. keywords Coptic, digital humanities, annotation, corpus linguistics, digital editions, interdisciplinary, collaboration, manuscripts, Egypt INTRODUCTION Small but data-rich fields of research bring with them a variety of challenges which make access to the full spectrum of source materials and their evaluation difficult. In the case of Coptic Studies, the language and literature of this area of scholarship provide key source material for many disciplines, including linguistics, history, religious studies, and classics.
    [Show full text]
  • TRENDS in STUDIES REGARDING the TWO SLAVONIC ALPHABETS DURING the TWENTIETH CENTURY in ENGLISH, FRENCH, and GERMAN SCHOLARLY WORKS by Bohdan Medwidsky
    10 UNIVERSITE D'OTTAWA ECOLE DES GRADUES TRENDS IN STUDIES REGARDING THE TWO SLAVONIC ALPHABETS DURING THE TWENTIETH CENTURY IN ENGLISH, FRENCH, AND GERMAN SCHOLARLY WORKS by Bohdan Medwidsky ,;-,"> ^k, , UBRARtCS » Thesis presented to the Department of Slavic Studies in the Faculty of Arts of the University of Ottawa as partial fulfillment of the require­ ments for the degree of Master of Arts ^r Ottawa, Canada, 1966 UNIVERSITY OF OTTAWA - SCHOOL OF GRADUATE STU Dl ES UMI Number: EC56138 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI® UMI Microform EC56138 Copyright 2011 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 UNIVERSITE D'OTTAWA ECOLE DES GRADUES ACKNOWLEDGMENT This thesis was prepared under the supervision of Professor Constantine Bida, Ph.D., Head of the Department of Slavic Studies in the Faculty of Arts of the University of Ottawa. My gratitude is hereby expressed for his help­ ful advice and recommendations. ii UNIVERSITY OF OTTAWA SCHOOL OF GRADUATE STUDIES UNIVERSITE D'OTTAWA ECOLE DES GRADUES CURRICULUM STUDIORUM Bohdan Medwidsky was born September 14, 1936 in Stanislaviv, Ukraine.
    [Show full text]